Exploring Language Structures Through Visual Representation
Delve into the world of linguistic exploration through captivating visual imagery. Unravel the complexities of language structures with intriguing visual depictions. Discover the interplay between language, culture, and cognition through a unique lens. Dive into the fascinating realm where words meet images to convey intricate linguistic concepts. Explore how visual representation enhances our understanding of language dynamics.
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Objeektem Objeektemj hkesjidh arjelsaemien arjelsaemien g elesne j hkesjidhjallh jallh ij ij j hkesjh j hkesjh, , g elesne Masteretjaalge Liv Karin Joma
Objeektem Objeektem j hkesjidh jallh jallh ij ij j hkesjh j hkesjh, , arjelsaemien arjelsaemien g elesne j hkesjidh Masteretjaalge Liv Karin Joma g elesne
Ulmie Nulle objeekte Hypoteese j h gyhtjelassh Goerehtimmie j h illedahkh Mah illedahkh soptsestieh Sisvege
..soptsestjjah, mah arjelsaemiengelem mubpine g eline utnieh, raajesh nulle objeektine j hkesjieh, jallh soptsest jjah dej voestesg eleste tsavtseme j h eah raajesh nulle objeektine j hkesjh Ulmie
Gellie gelh nulle objeektem utnieh guktie Brasil-Portugijsen g ele (Farrell, 1990), Korean g ele, Thai-g ele (Cole, 1987) Itaalijen g ele (Rizzi 1986) ij s ejhme daaroeng elesne Nulle objeekte
Akte ovneebneme objeekte Nulle objeekte tjuara m sse akt vuesiehtidh, maam aerebi neebneme jallh m sse akt b stede raajesisnie vuesiehtidh. Dellie diskurse tseegkeme j h nulle objeekte realiseradamme, j h raajese grammatihken mietie (Joma, 2012) Mij nulle- objekte? Fonetihke g aroes, men ij semantihke g aroes
Konteekste: Vuehtiehtimmien gaavhtan datne staaresne orreme j h orre tr ajjam asteme. Mubpien biejjien datne skuvlese b atah j h dov voelpem r akh. D hte vuajna datne orre tr ajjam asteme j h datnem gihtjie: Datne orre tr ajjam asteme? Dellie datne jeahtah: Nulle objeekte arjelsaemien g elesne Manne j ktan (= tr ajjam) stim gosse staaresne.
Manne laejpiemivuebneste veeltim jh ibuartan bejim. Manne laejpiem vuebneste veeltim j h dam buartan b ejim.
Eah G2 learohkh jallh aerpiegelen soptsestjjah raajesh nulle objeektine j hkesjh serteme- effektijste gaavhtan Hypoteese j h gyhtjelassh Mov golme gyhtjelassh: 1. G2 learohkh/soptsest jjah raajesh nulle objeektine j hkesjieh? 2. G2 learohkh/soptsest jjah dej voestes g eleste tsavtseme j h dan gaavhtan nulle eah objeektem j hkesjh? 3. G1 soptsest jjah jienebel hkoen g eleste tsavtseme j h dan gaavhtan eah nulle- objeektem j hkesjh?
Voestes gele mijjem tsavtsa (Montrul, 2016; Slabakova, 2016) Maam s jhtim goerehtidh Transfer-effekth (Montrul, 2016; Slabakova, 2016)
Universelle grammatihke Buerkiestimmieh Buerkiestimmieh Aerpieg ele j h aerpieg elen soptsest jja (Montrul, 2016; Valde s, 2000)
Sosiolingvistihke goerehtimmie 19 gyhtjelassh Lingvistihke goerehtimmie goerehtimmievuehkie Elication 48 gyhtjelassh Elicited Production Task (Ambridge Ben & Rowland Caroline F., 2013);EPT Truth Value Judgment Tests (Marsden, 2009);TVJT Goerehtimmie
Referansedehkie Goerehtimmie-d ehkie G kte d ehkieh 4 3 nyjsen jjah, 1 kaarre 44 76 18 16 nyjsen jjah, 2 kaarrh 18-56
fuelhkie Skuvlesne: daaroe/sv enske Referaansed ehkie: Referaansed ehkie: Illedahkh Illedahkh sosiolingvistihke sosiolingvistihke goerehtimmeste goerehtimmeste saemien g ele veaksahkommes g ele mahte f erhten biejjien saemiestieh v jkele sijjen aerpieg elesne seamma g elemaahtoem goh voestesg elen soptsest jjah
Goerehtimmie-dehkie: Illedahkh sosiolingvistihke goerehtimmie 100.0 % 88.9 % 90.0 % 83.3 % 77.8 % 80.0 % 72.2 % 70.0 % 66.7 % 61.1 % 61.1 % 60.0 % 50.0 % 50.0 % Mij g elide g etesne soptseste/soptsesti 38.9 % 40.0 % 30.0 % 22.2 % 20.0 % 16.7 % 16.7 % 11.1 % 10.0 % 5.6 % 5.6 % 5.6 % 5.6 % 0.0 % 0.0 % Tjidtjie Aehtjie Gaajhkh erpenh B aras bpoe erpenh Aahka Aajja Jeatjah laahkoeh Ij guhte Jeatjebh Gie g etesne saemieste/saemiesti Gie g etesne daaroste/daaroesti
77,8 % vaestiedjjijste daaroestin eannan skuvlem eelkin 72,2 % saemien l erehtimmiem tneme Goerehtimmie Goerehtimmie- - d ehkie d ehkie: : Illedahkh Illedahkh sosiolingvistihke sosiolingvistihke goerehtimmie goerehtimmie 27,8 % eah saemien l erehtimmiem tneme skuvlesne 50 % saemien l erehtimmie abpe skuvle-t jjem 44,4 % vaestied jjijste f erhten biejjien saemiestieh 66,7 % vielie daelie saemiestieh enn aerebi
Sejhme illedahkh EPT S ejhme illedahkh EPT Referaansed ehkie Leksikaale NP objeekth Pronovmenh (PO+NO) Tj anghkan 20% 80% Goerehtimmied ehkie Leksikaale NP objeekth Pronovmenh Tj anghkan 42 % 58 %
Referaansedehkie Pronovmenh Pronominelle objeekth v ajnoes Nulle objeekth ov-v ajnoes Tj anghkan 37,5 % 62,5 % Goerehtimmied ehkie Pronovmenh Pronominelle objeekte V ajnoes Nulle objeekte Ov-v ajnoes Tj anghkan 54 % 46 %
Sejhme illedahkh TVJT Leksikaale NP objeekth Referaansed ehkie Pronominelle objeekth Nulle objeekth Tj anghkan 100% 100 % 90 % Goerehtimmied ehkieLeksikaale NP Pronominelle objeekth Nulle objeekth objeekth Tj anghkan 85,6 % 80 % 76,7 %
Raajesh ditransitijve veerbigujmie 120.0 % 100% 100% 100.0 % 100% 100.0 % 94.4 % 80.0 % 66.7 % 60.0 % 44.4 % 40.0 % 25% 20.0 % 0.0 % O, OVO NO, OVO PO, -OVO NO, - OVO GD % RD %
Referaansedehkie: ij saahtlaakan veeljh nulle objeektem j hkesje Gihtjemevuekie EPT Goerehtimmied ehkie: moenedimmiedaltese
Referaansedehkie ij moenedh Gihtjemevuekie TVJT Goerehtimmied ehkie ovseekere The yes-bias (Montrul, 2016; Okanda Itakura, 2010; Polinsky, 2011) The yes-bias (Montrul, 2016; Okanda & Itakura, 2010; Polinsky, 2011)
Referaansedehkie: Nulle objeekte maahta ovry ktesth jallh ovry ktesth objeektem rrodh, men ij g aredh g abpatjahkide raajesinie sliejhtedh (Joma 2012) Ditransijve verbh Goerehtimmied ehkie: Moenedimmiedaltese
Referaansedehkie Ij jienebel hkoen g eleste tsavtseme Transfer- effekth? Goerehtimmied ehkie vaestied jjah voestesg eleste tsavtseme (Full /Full Access Hypothesis((Schwartz & Sprouse, 1996)
Gaaltijh Ambridge Ben, & Rowland Caroline F. (2013). Experimental methods in studying child language acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 4(2), 149 168. https://doi.org/10.1002/wcs.1215 Cole, P. (1987). Null Objects in Universal Grammar. Linguistic Inquiry, 18(4), 597 612. Farrell, P. (1990). Null objects in Brazilian Portuguese. Natural Language & Linguistic Theory, 8(3), 325 346. https://doi.org/10.1007/BF00135617 Joma, L. K. (2012). Nulle-objekte arjelsaemien g elesne j h beapmoe-tjaaleginie. Ume Universitet. Marsden, H. (2009). Distributive Quantifier Scope in English-Japanese and Korean-Japanese Interlanguage. Language Acquisition, 16(3), 135 177. Montrul, S. A. (2016). The acquisition of heritage languages. Cambridge University Press. Okanda, M., & Itakura, S. (2010). Do bilingual children exhibit a yes bias to yes-no questions? Relationship between children s yes bias and verbal ability. International Journal of Bilingualism, 14(2), 227 235. Polinsky, M. (2011). Reanalysis in Adult Heritage Language. Studies in Second Language Acquisition. Cambridge Universtity Press, 33(2), 305 328. Rizzi, L. (1986). Null Objects in Italian and the Theory of pro. Linguistic Inquiry, 17(3), 501 557. Schwartz, B. D., & Sprouse, R. A. (1996a). L2 cognitive states and the Full Transfer/Full Access model*. Second Language Research, 1(12), 40 72.
